We use standardized end-of-course knowledge assessments to examine student learning during the disruptions induced by the COVID-19 pandemic. Examining seven economics courses taught at four US R1 institutions, we find that students performed substantially worse, on average, in Spring 2020 when compared to Spring or Fall 2019. We find no evidence that the effect was driven by specific demographic groups. However, our results suggest that teaching methods that encourage active engagement, such as the use of small group activities and projects, played an important role in mitigating this negative effect. Our results point to methods for more effective online teaching as the pandemic continues.
We use standardized end-of-course knowledge assessments to examine student learning during the disruptions induced by the COVID-19 pandemic. Examining seven economics courses taught at four US R1 institutions, we find that students performed substantially worse, on average, in Spring 2020 when compared to Spring or Fall 2019. We find no evidence that the effect was driven by specific demographic groups. However, our results suggest that teaching methods that encourage active engagement, such as the use of small group activities and projects, played an important role in mitigating this negative effect. Our results point to methods for more effective online teaching as the pandemic continues.
Objective. We examine the effects of neighborhood walkability on house values. Recent research claims that walkability makes homes more valuable, ceteris paribus. We contend that some studies report a spurious effect of walkability because of differences between areas with high and low walkability. Methods. We replicate the positive effect of walkability on prices for single-family homes and condominiums in Miami, Florida, using a unique data set of house values and characteristics. We employ a fixed effects regression model instead of a traditional ordinary least squares regression model to account for the unobserved heterogeneity of neighborhoods. Results. We find that walkability's impact on housing value becomes statistically insignificant at the margin after controlling for heteroscedasticity and neighborhood fixed effects. Conclusions. The significant impact of the fixed effects suggests that something other than walkability is affecting prices and that better specified models are needed to discern the real price effects of walkability.
Cognitive scientists have identified fundamental principles influencing learning: deliberate practice, interleaving, retrieval practice, spacing, metacognition, desirable difficulties, limited working memory, curse of knowledge, schema generation, and constructivism. STEM education researchers have repeatedly shown improved learning when instruction employs these principles. Particularly, teaching methods like flipping and clickers work best when implemented using them. These “research-based teaching methods” are becoming the norm in STEM teaching. A macro principles course was redesigned using these principles. Five hundred and eight students in this course achieved 0.77 standard deviations more learning than principles students normally do on the macroeconomic Test of Understanding of College Economics (TUCE).
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